FITT Fitness Circuit

Create a Lesson of the FITT Principle

Learning Intention: design and perform a fitness circuit using minimal equipment

Create a do it now activity for the FITT Principle to start the lesson:

Your friend has told you, ‘I want to get fitter. I’ll do exercise.’

However, this plan will probably fail. Why? Because it’s missing important details!

In pairs:

Write down 4–5 questions you would need to ask to turn this into a real plan that works (think about what specific activity they could do instead of just ‘exercise’). Think about what specific information would help someone actually stick to their fitness goals. Share your ideas with the class.

During the lesson:

Achieving fitness success To achieve fitness goals, you need a structured plan. The FITT principle provides this framework using four key elements:

Frequency (how often you exercise) Intensity (how hard you work) Time (how long you exercise) Type (which activities you choose). Your FITT plan should:

target components that need improvement include varied, enjoyable activities provide appropriate challenge be realistic and sustainable. 2. Applying FITT to different sports Athletes adjust their FITT plans based on their sport’s demands. Rugby players train for weekly games throughout the season, maintaining consistent fitness with regular recovery. Olympic athletes might train all year for one major competition, gradually increasing intensity to peak at the right time. 3. DISCUSSION How would the FITT principle differ between:

A netball player (games weekly for three months)?
A marathon runner (two major races per year)?

Exit Ticket Activity based on above information

Overview

This 50-minute lesson introduces Year 8 students to the FITT Principle — Frequency, Intensity, Time, and Type — essential for designing effective fitness plans. Students will develop and perform a fitness circuit using minimal equipment aligned with the NSW Health and Physical Education syllabus (PDHPE). The lesson scaffolds understanding through discussion, application, and practical activity to meet curriculum standards.

Curriculum Alignment

NSW PDHPE Stage 4 (Years 7-8) Syllabus

Outcomes:
- PDE4.3: Plans and applies strategies to enhance fitness and personal health.
- PDE4.4: Demonstrates movement skills and strategies to improve physical activity and fitness.
Content Descriptions:
- Plan and perform a variety of physical activities that improve components of fitness and health (AC9HP4E01)
- Describe the FITT principle as a basis to plan for fitness improvement (AC9HP4E02)
- Identify how different activities impact fitness components and suitability for personal goals (AC9HP4E03)

Learning Intention

Students will design and perform a fitness circuit using the FITT Principle with minimal equipment.

Lesson Structure (50 minutes)

1. Do It Now Activity – FITT Principle Thinking (10 minutes)

Purpose: Engage prior knowledge and develop critical thinking about fitness planning.

Instruction:
- Teacher presents the scenario:
  “Your friend said, ‘I want to get fitter. I’ll do exercise.’ But this plan might fail because it’s missing important details!”
- In pairs, students brainstorm and write 4–5 questions they would ask to turn this vague plan into a successful one (e.g., What type of exercise? How often? For how long? At what intensity?).
- Students consider what specific information or details someone needs in order to stick with a fitness plan.
- Each pair shares 1–2 questions with the class.
Teacher Notes:
- Prompt students to focus on Frequency, Intensity, Time, and Type without naming FITT yet.
- Write some sample questions on the board if needed.

Resources: Paper, pens.

2. Introducing the FITT Principle (10 minutes)

Learning Focus: Understand FITT elements as a framework for fitness success.

Teacher Explanation:
- Define FITT:
  - Frequency: How often exercise is done (e.g., 3 times per week).
  - Intensity: How hard one works during exercise (e.g., moderate or vigorous effort).
  - Time: How long each exercise session lasts (e.g., 30 minutes).
  - Type: What kind of physical activity or exercise is performed (e.g., running, swimming, circuit training).
- Emphasise FITT plans:
  - Should target fitness components that need improvement (cardiovascular, strength, flexibility).
  - Include varied, enjoyable, and challenging activities.
  - Be realistic and sustainable for long-term success.
Visual Aid: Display FITT acronym on whiteboard or projector.

3. Applying FITT to Different Sports Discussion (10 minutes)

Learning Focus: Understand how the FITT Principle varies depending on the sport/goal.

Prompt Discussion:
- How might a netball player’s FITT plan differ from a marathon runner’s?
  - Netball player: frequency could be weekly games over a season; intensity varies; time might focus on shorter, interval-based training; activity is sport-specific.
  - Marathon runner: fewer but longer runs; intensity gradually increases to peak for races; time spent on endurance training is higher; running-focused activities.
- Encourage students to consider recovery and periodisation in each plan.
Group Activity:
- In small groups, students discuss and write brief FITT plans for these athletes.
- Groups share summaries with the class.

4. Fitness Circuit Design & Performance (15 minutes)

Learning Focus: Apply FITT to design and complete a fitness circuit using minimal equipment.

Instructions:
- Students work individually or in pairs to design a fitness circuit using the FITT Principle.
- The circuit must:
  - Use minimal equipment (e.g., bodyweight exercises, jump rope, resistance bands).
  - Include 4 stations targeting different fitness components (e.g., squats for strength, jumping jacks for cardio).
  - Specify Frequency (how often per week), Intensity (moderate/vigorous), Time (duration per station), Type (activity description).
- Teacher assists with planning and ensures plans are realistic and inclusive.
Circuit Performance:
- Students perform their designed circuit briefly (e.g., 5 minutes, 30 seconds per station with 10 seconds rest).
- Emphasise correct form and safety.
Teacher Notes:
- Have a stopwatch, cones or markers for stations, and minimal equipment ready.
- This practical segment reinforces kinaesthetic learning and adherence to the FITT plan.

5. Exit Ticket Activity (5 minutes)

Purpose: Assess understanding of FITT application.

Prompt for students:
“Write a quick response to: How would you change your fitness circuit FITT plan if you were training for a different goal, like improving strength versus improving endurance?”
Collect exit tickets for assessment and feedback.

Assessment & Success Criteria

Students demonstrate understanding of FITT by creating relevant questions (Do It Now).
Students explain FITT components and apply them to real-life sports scenarios.
Students design and complete a fitness circuit demonstrating application of FITT.
Exit ticket responses show thoughtful consideration of FITT adaptations.

Differentiation & Inclusion

Provide sentence starters for students who need support (e.g., “Frequency is how often I...”).
Allow students to suggest activities that suit their abilities.
Circulate to assist and modify exercises where necessary.

Equipment Checklist

Stopwatch/timer
Markers/cones
Minimal equipment: jump ropes, resistance bands, mats (optional)
Whiteboard or projector for FITT elements

Reflection & Follow-Up

Students could maintain a weekly FITT-based fitness log.
Integrate this lesson with PASS or T-VET Fitness units to track progress over time.

This lesson plan meets NSW PDHPE curriculum standards by scaffolding health literacy, personal planning, and physical activity skills in a contextually relevant and engaging way for Year 8 students. It supports critical thinking, collaboration, and physical competence — foundational for lifelong health and fitness.

If you require, I can also provide worksheets or digital resources to accompany this lesson plan.

Teaching Instructions